Learning Disabilities

Overview

A learning disability is one in which a person has difficulties receiving and processing information accurately. Some people have this difficulty with information received via auditory, visual or spatial means - or all three. Some common learning disabilities are dyslexia, dysgraphia and Scotopic Sensitivity. Learning disabilities often occur in people of average or above average intelligence. The marked discrepancy between intellectual capability, achievement and expressing information and responding is the key characteristic of a learning disability.

Learning disabilities are covered by the Disability Discrimination Act (1992) where it broadly defines a learning disability as: "a disorder or malfunction that results in the person learning differently from a person without the disorder of malfunction”.

Learning disabilities can vary significantly in person to person - both by degree and effect.

One important issue to note is that while the terms "learning disability" and "learning difficulty” are often used interchangeably, there are some important differences between these two conditions:

Learning difficulty: readily responds to intensive education intervention.
Learning disability: is described as a profile of chronic and pervasive characteristics, and is often considered a lifelong condition. The effects of Learning Disabilities are often addressed by academic adjustments and accommodations - usually with successful outcomes. Intensive education intervention of academic skills alone (such as reading and writing) will provide minimal results.

Common Learning Disabilities

Dyslexia - can describe:
- A range of problems associated with printed material (reading and/or writing);
- Low reading age compared to chronological age and ability;
- Poor reading / writing due to poor reading / writing educational instruction;
- Poor reading / writing due to physical, emotional and / or environmental influences;
- Letter and / or number reversals when writing and / or reading;
- Poor spelling;
- Slow reading;
- Poor comprehension of reading material.
Dyslexia is often used as a generic term covering many forms of Learning Disability.
Dysgraphia - An inability to write
Scotopic Sensitivity - People with Scotopic Sensitivity/Irlen Syndrome experience 'perceptual stress' which can lead to a variety of perceptual distortions when reading and/or viewing their environment. Scotopic Sensitivity is triggered by one or more components of light, such as the source of the light (e.g., fluorescent lighting, sun), luminance (e.g., reflection, glare), intensity (i.e., brightness), wavelength (i.e., colour), and/or colour contrast. As a result, the person may experience:
- Light sensitivity: bothered by brightness, glare, types of lighting;
- Inefficient reading: letters on page move, dance, vibrate, jiggle;
- Inadequate background accommodation: difficulty with high contrast;
- Restricted span of recognition: tunnel vision or difficulty reading groups of letters;
- Lack of sustained attention: difficulty maintaining attention.

The effects of a Learning Disability

It is difficult to generalise about the effects of learning disabilities, however, the following is a list of factors that may occur:

Difficulty perceiving and discriminating patterns and arrangements;
Possibility to go off tangent in conversations and may seem disorganised;
May appear to have poor study habits - Many students may spend a great deal of time 'studying' with little result;
People with undiagnosed learning disabilities may feel confused about why they appear to have trouble with tasks that others seem to find relatively easy;
May have low self-esteem and confidence in abilities and intelligence;.
Trouble integrating information presented;
Trouble taking notes in lectures;
Difficulty in copying information from overheads or from the board;
Slow in reading material and sometimes will either verbalise while reading or will follow words with finger or pen;
Difficulty retaining information after reading - particularly with large volume material;
Illegible and/ or slow writing;
Poor, inconsistent, and/ or unusual spelling;
Reversals or transpositions of letters in words, numbers - often evident in formulas, dates;
Omission of all or parts of words;
Mispronunciation or misreading of words;
Difficulty in acquiring new vocabulary or new language;
Difficulty completing tasks in usual timeframes;
May achieve poorly using one mode of receiving and presenting information yet excel in other forms. For example, may present very poor quality written work, yet excel in class presentation or oral exams.

Appropriate Adjustments in the Tertiary Education Environment

As each student will have different needs, it is important to negotiate these needs on an individual basis. The following is a list of adjustments that may assist the student:

General

Make book and reading lists available prior to the commencement of lectures (preferably at least two weeks prior to the commencement of the semester;
Provide students with chapter outlines or study guides. These should also be available at least two weeks prior to the commencement of semester;
Where possible, provide any written work in electronic format - either in an accessible format on the web, or on disk. This allows the student to reproduce the material in alternative formats ( i.e., large print, alternative colour print and background, via screen readers);

Lecture / class room adjustments

Use a variety of teaching methods;
Have hard copies of overheads available for students prior to the commencement of lectures;
Repeat and rephrase important points;
Speak clearly and face the students whenever talking;
Always verbalise any points that are either written on the board or put up on overheads;
Use colour coding where possible and appropriate;
Clearly label any equipment used in lab or practical classes;
Use a microphone whenever the equipment is provided;
Tape lectures and place in the library so students are able to copy;
Use simple language and stay on topic;
Whenever new processes or procedures are introduced, or whenever directions are given, ensure that stages or sequences are made clear and are explained verbally as well as in written format;
Present information on a range of formats - handouts, worksheets overheads, videos, using diagrams, lists, flow charts, etc;
Have regular breaks in long lectures - this will assist to prevent 'information overload';
Avoid putting the student on the spot by targeting them for questions or reading aloud in class - unless the student has indicated their willingness to participate (i.e. raised hand etc);
Be flexible about what constitutes 'participation' in tutorials. High anxiety levels of the student may mean that they avoid participating in discussions during tutorials;
Supply comprehensive lecture notes;
At the beginning of each lecture, outline the key points that will be raised in the lecture reintegrate these and at the conclusion of the lecture;
Try and make sure there is good lighting in the lecture theatre/class room. If possible adjust blinds to ensure there is no glare on the board or where overheads are being projected.

Assignments

Be flexible with deadlines and extensions for students with a learning disability;
Provide clear feed back to the student both verbally and in writing;
Consider negotiation an individual learning program for students with a learning disability. This can include:
Flexible deadlines for assignments to take into account the effects of their disability and the requirements of other subjects;
- Alternative marking arrangements such as allowing the student to hand in a 'draft' for comment prior to submitting their final paper;
- Consider setting alternative assignments (of commensurate level) where a student can work on a few selected texts rather than having to read copious amounts of text.

Examinations

Allow extra time in formal exams, school based exams and class tests;
Allow the student to complete oral exams;
Avoid multiple choice questions - particular when there are only slight variations in the answer options;
Allow the student to use a PC with spell check;
Allow the student to use a PC with software that accommodates the needs of students with learning disabilities e.g., Voice Activated Software;
If a student has Scotopic Sensitivity, they may require natural or non-fluorescent lighting. They also may require their question and answer sheets to be in large print, and/or on alternative coloured paper etc;
The student may require a reader and/or a scribe (amanuenses);
May need to provide a private room so they can read the paper and answers aloud (even if they do not need a reader or a scribe);
Keep examination instructions clear and short. Use simple language. Avoid jargon unless it is crucial to the inherent requirements of the exam.

* Remember: Alternative Adjustments, is about providing the opportunity for equality, not the attainment of a particular outcome. A student with a disability is still required to present work that is of a recognised standard. Providing flexibility in the process of learning does not mean that the subject standards are lowered.

Learning Disabilities

Disability Support Services

Learning Disabilities

Overview

Common Learning Disabilities

The effects of a Learning Disability

Appropriate Adjustments in the Tertiary Education Environment

General

Lecture / class room adjustments

Assignments

Examinations

Useful Websites